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Full Download PDF of (Ebook PDF) Experience Human Development 13th Edition All Chapter
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Human
E XPER I EN CE
Development
Diane E. PAPALIA
Gabriela MARTORELL
brief contents
About the Authors iii
Preface xiv
part
Emerging and Young Adulthood 384
2 Theory and Research 20
14 Psychosocial Development in Emerging
and Young Adulthood 412
2 Beginnings
3 Forming a New Life 48
part
7 Middle Adulthood
4 Birth and Physical Development during
15 Physical and Cognitive Development
the First Three Years 86 part in Middle Adulthood 440
5 Cognitive Development during the First
16 Psychosocial Development in Middle
Three Years 126
Adulthood 468
6 Psychosocial Development during the
First Three Years 160
8 Late Adulthood
17 Physical and Cognitive Development in
part
Glossary G-1
5 Adolescence Bibliography B-1
11 Physical and Cognitive Development
part
Credits C-1
in Adolescence 322
Name Index I-1
12 Psychosocial Development in
Adolescence 356 Subject Index I-23
v
contents About the Authors iii
Preface xiv
Perspective 1: Psychoanalytic 23
Perspective 2: Learning 27
Perspective 3: Cognitive 29
Perspective 4: Contextual 32
Perspective 5: Evolutionary/
Sociobiological 33
A Shifting Balance 34
Research Methods 35
Quantitative and Qualitative Research 35
Sampling 36
Forms of Data Collection 36
chapter 1
Evaluating Quantitative and Qualitative
The Study of Human Research 38
Development 2 Basic Research Designs 39
chapter 3
chapter 2 Forming a New Life 48
vi
What Determines Sex? 52 The Brain and Reflex Behavior 109
Patterns of Genetic Transmission 53 Early Sensory Capacities 116
Genetic and Chromosomal Abnormalities 56 Motor Development 118
Genetic Counseling and Testing 60 Milestones of Motor Development 118
Nature and Nurture: Influences of Heredity and Motor Development and Perception 120
Environment 62 Eleanor and James Gibson’s Ecological Theory
Studying Heredity and Environment 62 of Perception 121
How Heredity and Environment Work Together 63 How Motor Development Occurs: Thelen’s Dynamic
Systems Theory 122
Some Characteristics Influenced by Heredity
and Environment 66 Cultural Influences on Motor Development 122
part
Language Development 148
Sequence of Early Language Development 149
Characteristics of Early Speech 152
Classic Theories of Language Acquisition:
The Nature-Nurture Debate 153
Influences on Early Language Development 155
Preparing for Literacy: The Benefits of Reading
Aloud 157
chapter 7
chapter 6
Psychosocial Development during Physical and Cognitive Development
the First Three Years 160 in Early Childhood 194
Foundations of Psychosocial Development 161 PHYSICAL DEVELOPMENT 195
Emotions 161 Aspects of Physical Development 195
Temperament 165 Bodily Growth and Change 195
Sleep Patterns and Problems 196
Earliest Social Experiences: The Infant
in the Family 168 Brain Development 198
Gender: How Different Are Baby Boys and Girls? 170 Motor Skills 198
Health and Safety 200
Developmental Issues in Infancy 171
Preventing Obesity 201
Developing Trust 171
Undernutrition 201
Developing Attachments 171
Food Allergies 203
Emotional Communication with Caregivers: Mutual Deaths and Accidental Injuries 203
Regulation 176
Health in Context: Environmental Influences 204
Social Referencing 178
chapter 10
Psychosocial Development in
chapter 9
Middle Childhood 294
The Developing Self 295
Physical and Cognitive Development Self-Concept Development: Representational
in Middle Childhood 258 Systems 295
5 Adolescence
part
chapter 12
Psychosocial Development in
Adolescence 356
The Search for Identity 357
Erikson: Identity versus Identity Confusion 357
Marcia: Identity Status—Crisis and Commitment 358
Gender Differences in Identity Formation 360
Ethnic Factors in Identity Formation 360
Sexuality 362
Sexual Orientation and Identity 363
Sexual Behavior 364
Sexually Transmitted Infections (STIs ) 366
chapter 11 Teenage Pregnancy and Childbearing 367
Physical and Cognitive Relationships with Family, Peers, and Adult Society 369
Development in Adolescence 322 Is Adolescent Rebellion a Myth? 370
Adolescence: A Developmental Transition 323 Changing Time Use and Changing Relationships 370
Adolescents and Parents 371
Adolescence as a Social Construction 323
Adolescents and Siblings 375
Adolescence: A Time of Opportunities
and Risks 323 Adolescents and Peers 376
Antisocial Behavior and Juvenile
PHYSICAL DEVELOPMENT 325
Delinquency 379
Puberty 325 Becoming a Delinquent: Genetic and Neurological Factors 379
How Puberty Begins: Hormonal Changes 325 Becoming a Delinquent: How Family, Peer, and Community
Timing, Signs, and Sequence of Puberty and Influences Interact 379
Sexual Maturity 326 Long-Term Prospects 381
The Adolescent Brain 329 Preventing and Treating Delinquency 381
Physical and Mental Health 330 summary and key terms 382
Sexual and Reproductive Issues 395 Box 2 Research in Action Intimate Partner
Violence 435
Sexual Behavior and Attitudes 395
Sexually Transmitted Infections (STIs) 396
Menstrual Disorders 397 7 Middle Adulthood
Infertility 397
part
chapter 16 chapter 17
part
Physical and Mental Health 510
Health Status 511
Chronic Conditions and Disabilities 511
Lifestyle Influences on Health and Longevity 512
Mental and Behavioral Problems 514
COGNITIVE DEVELOPMENT 519
Aspects of Cognitive Development 519
Intelligence and Processing Abilities 519
Memory: How Does It Change? 522
Wisdom 525
summary and key terms 526
Box 1 Research in Action Centenarians 504 chapter 19
Dealing with Death and
chapter 18 Bereavement 556
Psychosocial Development in Late The Many, Changing Meanings of Death
Adulthood 528 and Dying 557
Theory and Research on Personality The Cultural Context 557
Development 529 The Mortality Revolution 558
Erik Erikson: Normative Issues and Tasks 529 Care of the Dying 558
The Five-Factor Model: Personality Traits in Old Age 530 Facing Death and Loss 559
Well-Being in Late Adulthood 531 Physical and Cognitive Changes Preceding Death 559
Coping and Mental Health 531 Confronting One’s Own Death 560
Friendships 550
McGraw-Hill Psychology APA
Nonmarital Kinship Ties 551
Relationships with Adult Children 551
Documentation Style Guide
Relationships with Siblings 553 Glossary G-1
Becoming Great-Grandparents 553 Bibliography B-1
summary and key terms 554
Credits C-1
Box 1 Window on the World Aging in Asia 538
Name Index I-1
Box 2 Research in Action Mistreatment of the
Elderly 552 Subject Index I-23
• Student Data
This student data is anonymously collected from the many students who
use LearnSmart. Because virtually every text paragraph is tied to several
questions that students answer while using LearnSmart, empirical data
showing the specific concepts with which students have the most
difficulty is easily pinpointed.
xiv
of Development
This student data from LearnSmart is in the form of a
heat map, which graphically illustrates “hot spots” in
the text that cause students the most difficulty. Using
these hot spots, McGraw-Hill authors can refine the
wording and content in the new edition to make
these areas clearer than before.
• LearnSmart
Powered by McGraw-Hill Connect® Lifespan
Development, LearnSmart is our response to today’s
student. LearnSmart is designed to maximize
productivity and efficiency in learning, helping
students “know what they know” while helping them
learn what they don’t know. In fact, instructors using
LearnSmart are reporting that their students’
performance is improving by a letter grade or more.
Through this unique tool, instructors have the ability
to identify struggling students quickly and easily,
before the first exam.
Regardless of individual study habits, preparation,
and approaches to the course, students will find that
Experience Human Development connects with them
on a personal, individual basis and provides a road
map for real success in the course.
• SmartBook
Fueled by LearnSmart, SmartBook™ creates a personalized reading
experience by highlighting the most impactful concepts a student needs
to learn at that moment in time. This ensures that every minute spent with
SmartBook is returned to the student as the most value-added minute
possible. The reading experience continuously adapts by highlighting
content based on what the student knows and doesn’t know. Real-time
reports quickly identify the concepts that require more attention from
individual students—or the entire class. SmartBook detects the content
a student is most likely to forget and brings it back to improve long-term
knowledge retention.
xv
• StudySmart
Experience Human Development, Thirteenth Edition was designed to help
students study smarter. “StudySmart” icons appear throughout each chapter
alerting students to potential “hot spots,” or challenging concepts. These concepts
were identified through data collected anonymously from thousands of students
using LearnSmart, and when paired with SmartBook, provide students a powerful
learning experience. StudySmart icons also direct instructors to digital activities in
Connect Lifespan Development that can be assigned for reinforcement and
engagement.
In addition, students will find other “StudySmart” icons in the margin focusing on a
studysmart
specific challenging concept such as “Operant Conditioning.” These guide students
Operant Conditioning to assignable and assessable digital activities that are part of Connect Lifespan
Development. This means instructors and students can determine how well they
understand that concept prior to taking the high-stakes test.
xvi
essential components that work
together to capture key changes
throughout the life span—
Milestones of Child Development
and Milestones: Transitions.
In Milestones of Child
Development, students track the
early stages of physical, social,
and emotional development. By
watching one child over time or
comparing various children, Milestones provides a unique, experiential learning
environment that can only be achieved by watching real human development as it
happens—all in pre-, transitional, and post-milestone segments.
In Milestones: Transitions, students meet a series of people—from teenagers to
individuals in late adulthood—to hear individual perspectives on changes that occur
throughout the life span. Through a series of interviews, students are given the
opportunity to think critically while exploring the differences in attitudes on everything
from body image to changes in emotion, sexuality, cognitive processes, and death
and dying.
We continue to emphasize Experience Human Development hallmarks of research,
and culture. In addition to updating the research base of each chapter,
“Research in Action” features provide an in-depth examination of
research topics such as Chapter Six’s material about how postpartum
depression affects early development. Stressing the cultural
development, the “Window on the World” features explore cultural and
socioeconomic issues.
Personalized Grading, On
the Go, Made Easier
The first and only analytics tool of its kind, Connect Insight™ is a series of
visual data displays—each framed by an intuitive question—that provide
at-a-glance information regarding how your class is doing.
• At-Risk Student Reports: The At-Risk report provides instructors with one-click
access to a dashboard that identifies students who are at risk of dropping out of
a course due to low engagement levels.
• Category Analysis Reports: The Category Analysis report is the place to find
out how your students are performing relative to specific learning objectives and
goals.
• Item Analysis Reports: The Item Analysis report is the best way to get a bird’s-
eye view of a single assignment. You’ll be able to tell if students are improving or
if the concepts are something you want to spend additional time on in class.
• Student Performance Reports: The Student Performance report helps you
search for a specific student in your class and focus on that student’s progress
across your assignments.
• Assignment Results and Statistics Reports: The Assignment Results report
shows your entire class’s performance across all of your assignments. Assign-
ment Statistics reports will give you quick data on each assignment including
the mean score, high score, and low scores, as well as the number of times it
was submitted.
xviii
chapter-by-chapter changes
This is a chapter-by-chapter list of topics that are new to this edition or have been substantially revised or updated.
xix
5 Cognitive Development during 6 Psychosocial Development
the First Three Years during the First Three Years
• Revised description of operant conditioning • Added example of an emotional response
• Expanded material on the use of conditioning • Revised definition of social cognition
techniques in the study of infant memory • Revised introduction to temperament
• Revised description of intelligent behavior • Expanded example of a slow-to-warm-up child
• Expanded description of developmental tests • Revised and expanded description of stability
• Expanded material on the influence of parental of temperament
responsiveness • Expanded material on behavior inhibition
• Revised section on early intervention • Revised information on Erikson’s approach and
• Revised material on imitative abilities expanded section on trust versus mistrust
• Expanded description of pictorial competence • Expanded and revised description of the
• Expanded description of scale error and the attachment categories
dual representation hypothesis • Expanded description of internal working
• Expanded and revised description of mothers and maternal sensitivity and
habituation and dishabituation responsiveness
• Added example of how visual preference is • Expanded description of interactional
used in infant habituation research synchrony and mutual regulation
• Revised material describing how habituation • Added example of social referencing
can be used to investigate visual recognition • Revised description of the development of
• Added example on the development of conscience
causality • Expanded description of situational and
• Revised description of the violation of committed compliance
expectations paradigm and how it can be used • Updated statistics on maternal employment
to investigate object permanence and early child care
• Revised material on conceptual understanding • Updated statistics on child abuse
and perceptual awareness • Expanded description of nonorganic failure
• Expanded definition of implicit memory to thrive
• Expanded definition and added example for • Expanded description of who abusers are
working memory
• Added material about the early sensitization of
infants to their native language
• Expanded definition of phonemes and
phonological rules and provided examples
of both
• Added example of syntax
• Expanded descriptions of underextension and
overextension
• Revised material on overregularization
• Revised and added example to the learning
theoretical approach to language acquisition
• Revised section on child-directed speech
xx
7 Physical and Cognitive 9 Physical and Cognitive
Development in Early Childhood Development in Middle Childhood
• Expanded and revised section on brain • Updated statistics on typical height and weight
development • Revised and expanded material on brain
• Expanded information on organized sports development
• Revised and updated information on left- • Revised information on rough-and-tumble play
handedness • Updated overweight and obesity statistics
• Updated statistics on undernutrition and food • Expanded spatial relationships and causality
security material and added example
• Updated and revised worldwide child mortality • Revised categorization material and added
information and statistics example
• Updated information on homelessness • Expanded inductive and deductive reasoning
• Revised introduction to the Piagetian approach • Revised conservation material
• Expanded section on symbolic function, • Revised link between culture and mathematical
deferred imitation, and pretend play reasoning
• Revised material on understanding causality • Revised link between egocentrism and moral
• Revised research description of egocentrism reasoning
• Expanded conservation material • Added example for link between attention,
• Revised description of how early social memory, and planning
cognition is linked to theory of mind • Revised description of executive functioning
• Revised and added examples for basic • Added example of selective attention
processes, capacities, and systems in memory • Revised working memory material
• Added example of recall memory • Expanded description of metamemory
• Added examples of episodic and generic • Provided example of a mnemonic strategy and
memories expanded description
• Revised and added examples for influences on • Explained link between working memory and
memory retention conservation tasks
• Revised information on scaffolding and the • Added definition of psychometrics
zone of proximal development
• Revised material on culture and IQ
• Added example of fast mapping
• Revised section on Sternberg’s triarchic theory
• Revised descriptions of grammar and syntax
• Added information about scaffolding to
• Added example for pragmatics dynamic tests of intelligence
• Revised definition of emergent literacy • Expanded definition of syntax
• Revised and expanded material on • Revised and expanded section on reading and
compensatory preschool programs writing
• Expanded material on the child in kindergarten • Expanded description of metacognition
• Added example of self-efficacy
• Revised introduction to special needs
8 Psychosocial Development in • Expanded definition of inclusion programs
Early Childhood • Revised and expanded description of
• Revised example of self-definition convergent and divergent thinking
• Revised and expanded developmental
changes in self-esteem
• Revised section on emotional understanding
• Added example of initiative
• Revised introduction to gender differences
• Revised and updated critique of evolutionary
approach to gender differences
• Added information on father influences on
gender development
• Added supporting research on cultural influences
xxi
10 Psychosocial Development 11 Physical and Cognitive
in Middle Childhood Development in Adolescence
• Expanded definition of self-concept • Expanded definition of adolescence as a social
• Revised and expanded section on industry construction
versus inferiority • Revised section on adolescence as a time of
• Revised description of emotion regulation and opportunity and risk
included examples • Revised section on puberty
• Revised information on the influence of family • Expanded and revised section on family
conflict influences on pubertal timing
• Expanded definition of coregulation • Expanded and revised section on the
• Updated statistics on children living in poverty adolescent brain
• Updated statistics on family structure, including • Revised introduction to physical and mental
living arrangements and father-absent homes health
• Revised section on custody, visitation, and • Updated statistics on sleep needs and
co-parenting problems
• Updated statistics on one-parent families, step • Updated statistics on the use of alcohol,
families, gay families, and adoptive families marijuana, tobacco, and other drugs
• Expanded section on sociometric popularity • Included recent trends on the use of
prescription drugs
• Revised section on levels of friendship in
school-age children • Revised section on alcohol use and included
binge drinking as a key term
• Expanded example and description of hostile
attributional biases • Updated statistics on depression and on
suicide rates in adolescence
• Added research critiquing arguments for the
link between video games and aggression • Revised definition of formal operations and
hypothetical-deductive reasoning
• Expanded description of resilience and added
example • Revised evaluation of Piaget’s approach
• Expanded and added example to language
development
• Expanded Kohlberg’s theory of moral
reasoning
• Revised critique of Kohlberg’s theory and
added an example
• Revised description to Gilligan’s theory of
moral development
• Revised material on prosocial moral reasoning
and added an example
• Updated statistics on high school graduation
rates
• Added examples of self-efficacy
• Revised information on brain differences by
gender
• Updated statistics on high school dropout rates
xxii
Another random document with
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Meisenbach, Riffarth & Co. Berlin heliogr.
WATUSSI
Swetu I. soll alt geworden sein, Fundikila starb als reifer Mann,
Miasere starb jung und hinterliess den unmündigen Swetu II., an
dessen Stelle sich sein Ziehsohn, Kiunge, der Herrschaft
bemächtigte. Dessen Sohn war der bekannte Isike (Sike), dessen
Feste 1893 von Lieutenant Prince gestürmt wurde, worauf Bibi
Niasso eingesetzt wurde.
Swetu I. hat also vor höchstens 100 Jahren regiert. Unter seiner
Regierung drangen die Elephantenjäger Mparangombe und
Ngogome aus Usagusi — die heute noch in zahlreichen Liedern
verherrlicht werden — so weit nach Osten vor, dass sie mit
zeugtragenden Eingeborenen und Küstenhändlern zusammentrafen.
Letzteren folgten sie an die Küste und gaben dann, in die Heimath
zurückgekehrt, den Anstoss zur Eröffnung des Karawanenverkehrs.
Das Erscheinen der Wanyamwesi an der Küste gab auch den
Swahíli und Arabern Veranlassung in dieses neuerschlossene Land
einzudringen. Dies geschah ca. 1830; doch erst 1846 wurde Tabora
begründet, nachdem eine etwas ältere Niederlassung in Msenne bei
Urambo aufgelassen worden war. Das Jahr der Begründung
Tabora's ist vielen dort lebenden Arabern genau bekannt.
Das Vorhandensein Tabora's als Handelsemporium gab den
Wasukuma Veranlassung dorthin zu kommen und ihre Produkte
umzutauschen. Diese waren früher niemals aus ihrem Lande,
geschweige denn an die Küste gekommen und erinnern sich daran,
dass Swahíli, die aus dem Massai-Lande, also wohl von Tanga oder
Mombas kamen, ihnen zuerst Baumwollzeuge brachten. Auch nach
Begründung Tabora's kamen die Wasukuma Jahre lang nur dahin
und ziehen erst seit ca. 20 Jahren nach der Küste.
Die grösste Bedeutung hat der Karawanenhandel bei den
Wasumbwa des westlichen Unyamwesi erlangt, die überhaupt die
höchste Entwicklung ihres Stammes darstellen. Sie unternehmen
Züge nach Unyoro, Ruanda und Manyema, früher reisten sie auch
nach Umbugwe und an die Grenze des Massai-Landes, doch hat
dies aufgehört, seit die Wasukuma ihnen dort zu starke Konkurrenz
machen. Diese bereisen die Uferländer des Victoria-Nyansa bis
nach Kavirondo hin. Sobald diese Handelszüge genügend Elfenbein
gebracht haben, wird eine Karawane nach der Küste
zusammengestellt, an der sich auch viele Leute betheiligen, die dort
Arbeit und Verdienst suchen. Mit Zeug und andern Artikeln reich
beladen kehren die Karawanen in die Heimath zurück, um bald
wieder neue Züge nach entfernten Gegenden zu unternehmen.
Die Wanyamwesi sind tüchtige, sehr ausdauernde Träger,
allerdings nur auf Karawanenstrassen brauchbar, wo sie reichlich
Wasser und Nahrung bekommen. Sie haben die unangenehme
Eigenschaft nur auf den Schultern zu tragen, so dass die Lasten alle
länglich oder in Halblasten, Midalla, verpackt werden müssen, die an
die Enden einer Stange gebunden werden können. Diese scheuert
die Schulter des Trägers nicht selten blutig, was ihn jedoch wenig zu
kümmern scheint.
Der Karawanenverkehr gab auch Veranlassung zur
A u s wa n d e r u n g und Begründung von Kolonien im Auslande. Der
Grund dazu lag theils in politischen Unruhen, theils in dem
natürlichen Wandertrieb dieses Volkes. Man findet Wanyamwesi-
Kolonien nicht nur in Ugogo, Ussandaui, Irangi und neuestens auch
in Umbugwe, sondern auch in Manyema und Katanga. Ueberall
gelangen sie den Eingeborenen gegenüber zu Einfluss und bilden
ein wichtiges Kulturelement.
Ueber das i n n e r e L e b e n der Wanyamwesi theile ich nur der
Vollständigkeit halber einige Notizen mit, die ich im Lande sammeln
konnte und verweise im Uebrigen auf Reichard und Stuhlmann, die
Gelegenheit hatten den Stamm genauer kennen zu lernen.
Die G e b u r t eines Kindes giebt keinen Anlass zu besonderen
Festlichkeiten, höchstens die von Zwillingen wird durch einen Tanz
gefeiert. Der Vater giebt dem Kinde einen Namen — meist nach dem
Grossvater oder der Grossmutter — den es lebenslang behält.
Daneben sind oft viele Spitznamen üblich, die oft bekannter als der
wirkliche Name sind. In Usukuma ist der Kindesmord unbekannt. In
den von Swahíli vielbesuchten Gegenden, wie Urambo, hat sich der
Küstenaberglaube verbreitet, dass ein mit Zähnen geborenes Kind
dem Vater den Tod bringe. Es wird aber nur getödtet, wenn der Vater
ein Häuptling ist. Als Kinderspielzeug dienen aus Lehm gefertigte
kleine Puppen. Der Bräutigam erwirbt die Braut durch Kauf vom
Vater; nach einem Tanzfest wird sie ihm übergeben. In Usukuma
wird nach der Brautnacht ein Ochse geschlachtet und mit den
Verwandten verzehrt. Vielweiberei ist üblich, in Usukuma hat aber
nur ein Häuptling mehr als zwei Frauen. Eine unbeliebte Frau wird
einfach zurückgeschickt, der Vater muss dann den Preis wieder
herausgeben. Bei den Wasumbwa muss der Vater selbst im
Todesfall der Frau den Brautpreis ersetzen, oder eine Schwester der
Frau stellen.
Bei Krankheiten werden entweder Pflanzenmedizinen angewandt
oder der Zauberdoktor geholt, der dann aus Hühnerdärmen
bestimmt, welche Krankheit vorhanden ist und diese durch allerlei
Hokuspokus mit einem Holzschüsselchen, mit Amuletten u. s. w.,
auszutreiben sucht. Ein Besessener geniesst in Urambo ein Schaf
mit Zauberarznei, geheilt darf er keinen Kopf, Herz oder Magen und
kein am selben Tage geschlachtetes Thier essen. Wie so viele
Bantu, so glauben auch die Wanyamwesi nicht an natürlichen Tod.
Stirbt Jemand an einer Krankheit, so wird der Zauberdoktor befragt,
der dann wieder aus Hühnerdärmen sein
Orakel fällt. Dasselbe lautet entweder dahin,
dass die Geister der Verstorbenen ihn
getödtet hätten, oder Jemand wird als der
Bezauberer genannt. Dieser wird in Urambo
von den Verwandten getödtet, in Usukuma
vor den Häuptling gebracht, sein Vermögen
eingezogen und er selbst verbannt. Das
Honorar des Zauberdoktors beträgt eine
Hackenklinge.
Todte werden bei den Wasumbwa in den Puppe aus Lehm,
Busch geworfen, nur Häuptlinge auf einem Wasukuma.
Stuhl sitzend begraben. In Usukuma werden alle Verstorbenen mit
angezogenen Beinen, auf der Seite liegend, begraben, der Häuptling
hockend mit erhobener Rechten, die durch Lehm gestützt wird.
Den Geistern der Verstorbenen, die den Lebenden im Traum
erscheinen, werden kleine Hütten erbaut und Opfer an Pombe und
Mehl dargebracht. Stätten von Geistern, wie Baobabs, werden mit
Gras bestreut. Sonst schützt man sich vor ihrem Treiben durch
Amulette, deren es für jeden Zweck, für Jagd, Viehzucht, Krieg u. s.
w. verschiedene giebt. Menschliche Holzfiguren sind sehr selten, ich
fand eine solche in Usukuma, die bei Geistertänzen dienen soll.
Die Wanyamwesi werden von Mtemis (Häuptlingen) regiert,
deren Verwandte Mwanangwa (Prinzen) genannt werden. Auch hier
zeigt sich die Erscheinung, dass grössere Königreiche nach und
nach in kleine Fürstenthümer zerfallen. Eine Art Oberherrschaft über
fast ganz Unyamwesi übte Jahre lang der bekannte Mirambo von
Urambo aus. Auch dessen Nachfolger, Mpanda Charo (Beherrscher
der Königreiche), spielte noch eine grössere Rolle, während unter
dem jetzigen jugendlichen Häuptling Tuga Moto das Reich immer
mehr zerbröckelt. Ein Theil der Wafioma erkennen Kassusura von
Ost-Ussui als ihren Herrscher an.
Die Häuptlingswürde ist
thatsächlich erblich, dem
Namen nach besteht ein
Wahlkönigreich, doch wird
eben fast immer der Sohn
oder sonst nächste
Verwandte des verstorbenen
Häuptlings gewählt. Manche
Häuptlingsfamilien
behaupten von Watussi
abzustammen, doch lässt ihr
Typus davon jedenfalls
nichts mehr erkennen. Amulettfigur der
Kleine Stammkriege sind Wasukuma.